-Discuss the relevance of EFQM enablers from the case study.
-Answer case study questions.Conclusion:
Support your findings with additional academic references.Directions:Your essay is required to be 4-5 pages in length, which does not include the title page, abstract or required reference page, which are never a part of the content minimum requirements.
Support your subsission with course material concepts, principles and theories from the textbook and at least three scholarly, peer-reviewed journal articles. Use the Saudi Digital Library to find your resources.
Use Saudi Electronic University academic writing standards and APA style guidelines.
Review the grading rubric to see how you will be graded for this assignment.
In your paper, be sure to talk about both philosophers’ theories and why you find one more compelling than the other.2. Write an argumentative paper on any topic related to Marx and/or Mumford’s views on how technology relates to human life/human nature.
For both of these prompts, the following guidelines apply:You should have an argumentative thesis that makes a claim and takes a position. Your paper should then provide evidence for the claim in the thesis.
Use at least two quotations from the text as evidence for your thesis, and analyze or explain the quotations so that it is clear how these quotations support your thesis.
As a philosophy paper, there is nothing special about it. If you have ever written an argumentative or persuasive essay before (say, for a history class or an English class), this is exactly the same.
Use your conclusion to recap what you’ve argued in your paper, and say something about why it is important or significant. If you’re not sure about this, think about the title of the course: technology and modern life. So, for example, say something about how your paper applies to modern life.
This paper should be 3-4 pages long (that means no less than 3 full pages, i.e. it should end somewhere on the fourth page) at 12-pt. Times New Roman font, double-spaced, with standard 1-inch margins.
should be thoughtful and analytical and not a review of the material read.the paper should be about what you think about the read not a summary. will need to read chapters 3-4 from the book” introduction to sociology ” by Maciones
Circle one
1. Retting
Hand Machine Both
2. Groundwood pulping
Hand Machine Both
3. Sheet formation
Hand Machine Both
4. Alum-rosin sizing
Hand Machine Both
5. Sizing
Hand Machine Both B. Identify whether the actions in the following list best fit the definition of “Conservation” or “Preservation.”
Circle one
1. Rebinding a damaged circulation book.
Preservation Conservation 2. Creating microfilm from a brittle book.
Preservation Conservation 3. Fumigating insects from a collection of manuscripts.
Preservation Conservation
C.
Indicate whether the component would be described as the support, the media, or the binder.
Circle one or more
1. Paper
Media Binder Support 2. Carbon particles
Media Binder Support 3. Egg white
Media Binder Support 4. Iron
Media Binder Support 5. Indigo
Media Binder Support 6. Wood panel
Media Binder Support D.
On which of the following dates would it be possible that a European manuscript was written in iron gall ink? Choose all that apply.Select one or more:
a. 1750 AD
b. 900 AD
c. 1850 AD
E. The paper of a book printed in America in 1835 could have which of the following attributes? List all that apply.
Select one or more:
a. Made from groundwood pulp.
b. Made from bleached pulp.
c. Fibers beaten by machine.
F. True or False: Traditional European letterpress printing inks are more chemically permanent than iron gall manuscript inks.1.
Which of the following best describes Gary Frost’s assessment of bookbinding practices from the 16th through 19th centuries?
Select one:
a. Bookbinding developed into a trade which kept up with production demands by eliminating certain binding features.
b. The limp vellum binding is an exception to the rule that the quality of bindings deteriorates during this period.
c. Bookbinding was relatively unchanged until the Industrial Revolution of the nineteenth century.
d. Bookbinding became streamlined, resulting in a general reduction in quality as quantity increased. 2. What is the name for the substance found in plants which forms all paper fibers?3.
Match the name of the binding component with its definition.Doublure.
Endband
Turn-ins
Textblock
Discuss the importance of critical thinking in examining and consuming media. Offer a positive and a negative example of critical thinking and describe how this analysis and person illustrate critical thinking or does NOT. Three pages 4 sourceshttps://www.youtube.com/watch?v=s9IObuN4GEc
– For this assignment, if you choose topics 1-4, the scenario has already been given to you. You simply need to follow the template provided on page 4, and as a separate file on Vision, to produce a report that highlights particular intercultural communication phenomena and provide an analysis of how and why they occur. 1000 WORD 10%(+/-)The 4 topics are given in the guidelines dox. in the additional files provided.Please review my case study and provide me with the best price as fund are not that widely available and i am a working student and don’t have enough time to complete my case study essay.
In your analysis, it important to relate your data to theory. How do the key concepts introduced in this course so far apply to your case? (see weeks 1-5)You can choose any topics from 1-4
Remember, your case study report does not need to provide one concrete answer to a problem or generalise any findings. The purpose is to show an awareness of intercultural issues that may arise in business settings and examine ways of resolving particular problematic situations in a critical way.Your case study report should include the following parts:1. Cover page, with student name, Programme, ID no, and assignment details, including case study topic (in the Vision template provided)2. Introduction (~100 words): A contextualisation of the case, which includes an overview of the setting, the problem, the scope and any limitations. What is the problem, or problems? What are the likely causes youd like to examine? 3. Analysis (~ 500 words):
a.
b. Critically examine and analyse the contributing factors of the problem. Focus on the cultural dimension. In your analysis, it important to relate your data to theory. How do the key concepts introduced in this course so far apply to your case? (see weeks 1-5)4. Recommendations (~300 words)
a. How could the problem be resolved? What decisions are managers and/or employees faced with? What drives these decisions?
b. What possible solutions can you identify?
c. What are the possible consequences of these solutions? (including cost, personal or professional relations, conflict of values, conflict of interests etc.)5. Conclusion (~100 words): This section should encapsulate the main points of your case study report, e.g. This case study report has examined x,y,z. and conclude on the main challenges identified, as well as any recommendations made. The conclusion should not offer any new information or make any new arguments that have not been already mentioned in the main body of your case study.6. References (not included in the word count): A list of all the works who have cited in your case study in alphabetical order by author, e.g. Ashton, B. (2017) The title of the book. London: XYZ publications.
Black, R. (2006) A title of a journal article. Journal of Business, Volume 12, Issue, 4, pages 324-360.
Smart, C. (2014) Another book title. Edinburgh: AB publications
Do not include works that you have read but not cited in your report!7. Appendices (if any not included in the word count): Any supporting material that you have used in your case study. You probably wont need to provide any Appendices, but if you do, these should go after the References.
Presentation, style and referencingPlease submit your case study report in typewritten form (Font size 11 or 12; Times New Roman, Arial, Verdana or Calibri are fine). The text should be double-spaced and there should be a 6-point space between paragraphs. Make sure you proofread your case study for spelling, grammar, syntax and stylistic errors. Such errors have no place in an academic piece of work!Avoid the use of the first person, an opt for impersonal constructions instead, e.g. this case study examines. It is argued that. It is assumed that it could be argued etc.
Write a 2 page summary of the findings as follows: 1st paragraph- summarize major points of the article. 2nd paragraph- answer whether you support the leadership style, and why or why not. Final paragraph- discuss the article as it relates to nursing practice. *Use at least one additional source, textbook or website on nursing leadership.
Discussion – Week 8 COLLAPSE Using Health Information Technology as a Source of Evidence-Based Practice Before the digital revolution, health information technology supplied very limited support for the evidence-based practice. If nurses wanted to be informed about cutting-edge research, their best bet was to either subscribe to leading journals or make periodic trips to the library. With the establishment of research databases, however, nurses became empowered to learn about and facilitate interdisciplinary and translational research. Databases are just one example of how health information technology supports evidence-based practice. To prepare: Read the following scenario from the text (McGonigle & Mastrian, 2018 p. 506): Consider how the resources identified in the scenario above could influence an organizations practice. Twelve-hour shifts are problematic for patient and nurse safety, and yet hospitals continue to keep the 12-hour shift schedule. In 2004, the Institute of Medicine (Board on Health Care Services & Institute of Medicine, 2004) published a report that referred to studies as early as 1988 that discussed the negative effects of rotating shifts on intervention accuracy. Workers with 12-hour shifts realized more fatigue than workers on 8-hour shifts. In another study done in Turkey by Ilhan, Durukan, Aras, Turkcuoglu, and Aygun (2006), factors relating to increased risk for injury were age of 24 or less, less than 4 years of nursing experience, working in the surgical intensive care units, and working for more than 8 hours. Select an issue in your practice that is of concern to you. Using health information technology, locate at least three evidence-based practice resources that address your concern and that could possibly inform further action. By Day 3 Post a description of your practice concern. Outline how you used health information technology to locate evidence-based practices that address this concern. Cite and include insights from the resources. Analyze how health information technology supports evidence-based practice. Week 8: HIT Support of Evidence-Based Practice Nurses working in the recovery room at City Hospital received many complaints from patients who were required to void prior to being released. The nurses also questioned this requirement and decided to explore current best practices based on research evidence. Using the hospitals health information technology, they located current research indicating that City Hospitals policy was out of date and that research evidence no longer supported this practice. As a result of accessing and utilizing health information technology to locate evidence-based research, new practice guidelines were crafted and adopted. This week you evaluate evidence available through health information technology and consider how health information technology supports evidence-based practice. Learning Objectives Students will: Evaluate evidence available through health information technology that lead to improved patient care Analyze how health information technology supports evidence-based practice Photo Credit: [Comstock]/[Stockbyte]/Getty Images Learning Resources Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett Learning. Chapter 21, Nursing Research: Data Collection, Processing, and Analysis The authors of this chapter relate nursing research to the foundation of knowledge model. The chapter assesses informatics tools for collecting data, storing information, and processing and analyzing data. Chapter 23, Translational Research: Generating Evidence for Practice In this chapter, the authors differentiate evidence-based practice and translation research. They also describe models used to introduce research findings intro practice. Hynes, D. M., Weddle, T., Smith, N., Whittier, E., Atkins, D., & Francis, J. (2010). Use of health information technology to advance evidence-based care: Lessons from the VA QUERI program. Journal of General Internal Medicine, 25(Suppl. 1), S44S49. Retrieved from the Walden Library databases. This article presents a study that evaluated the role of health information technology (HIT) in the Department of Veteran Affairs Quality Enhancement Research Initiative. The authors convey their findings on how HIT provided data and information to aid implementation research, and how implementation research helped further HIT development. Additionally, the text details methods of overcoming common HIT barriers to implementation research. Jamal, A., McKenzie, K., & Clark, M. (2009). The impact of health information technology on the quality of medical and health care: A systematic review. Health Information Management Journal, 38(3), 2637. Retrieved from the Walden Library databases. This text details a study that reviews the published evidence concerning the impact of health information technology (HIT) on the quality of health care. The study investigated the use of HIT in medical care and allied health and preventive services. The authors primarily focus on the impact of electronic health records, computerized provider order-entry, and decision support systems. Umscheid, C. A., Williams, K., & Brennan, P. (2010). Hospital-based comparative effectiveness centers: Translating research into practice to improve the quality, safety and value of patient care. JGIM: Journal of General Internal Medicine, 25(12), 1,3521,355. Retrieved from the Walden Library databases. This article revolves around the usage of the hospital-based comparative effectiveness (CE) center model. The authors highlight the models benefits and the increasing usage of CE evidence. The article also reviews solutions to overcoming many of the challenges to operating hospital-based CE centers. Optional Resources Chlan, L., Tracy, M. F., & Grossbach, I. (2011). Pulmonary care. Achieving quality patient-ventilator management: Advancing evidence-based nursing care. Critical Care Nurse, 31(6), 4650. Retrieved from the Walden Library databases. Discussion: Using Health Information Technology as a Source of Evidence-Based Practice Before the digital revolution, health information technology supplied very limited support for evidence-based practice. If nurses wanted to be informed about cutting-edge research, their best bet was to either subscribe to leading journals or make periodic trips to the library. With the establishment of research databases, however, nurses became empowered to learn about and facilitate interdisciplinary and translational research. Databases are just one example of how health information technology supports evidence-based practice. To prepare: Read the following scenario from the text (McGonigle & Mastrian, 2018, p. 506): Twelve-hour shifts are problematic for patient and nurse safety, and yet hospitals continue to keep the 12-hour shift schedule. In 2004, the Institute of Medicine (Board on Health Care Services & Institute of Medicine, 2004) published a report that referred to studies as early as 1988 that discussed the negative effects of rotating shifts on intervention accuracy. Workers with 12-hour shifts realized more fatigue than workers on 8-hour shifts. In another study done in Turkey by Ilhan, Durukan, Aras, Turkcuoglu, and Aygun (2006), factors relating to increased risk for injury were age of 24 or less, less than 4 years of nursing experience, working in the surgical intensive care units, and working for more than 8 hours. Consider how the resources identified in the scenario above could influence an organizations practice. Select an issue in your practice that is of concern to you. Using health information technology, locate at least three evidence-based practice resources that address your concern and that could possibly inform further action. Week 8: HIT Support of Evidence-Based Practice Nurses working in the recovery room at City Hospital received many complaints from patients who were required to void prior to being released. The nurses also questioned this requirement and decided to explore current best practices based on research evidence. Using the hospitals health information technology, they located current research indicating that City Hospitals policy was out of date and that research evidence no longer supported this practice. As a result of accessing and utilizing health information technology to locate evidence-based research, new practice guidelines were crafted and adopted. This week you evaluate evidence available through health information technology and consider how health information technology supports evidence-based practice. Learning Objectives Students will: Evaluate evidence available through health information technology that lead to improved patient care Analyze how health information technology supports evidence-based practice Photo Credit: [Comstock]/[Stockbyte]/Getty Images Learning Resources Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett Learning. Chapter 21, Nursing Research: Data Collection, Processing, and Analysis The authors of this chapter relate nursing research to the foundation of knowledge model. The chapter assesses informatics tools for collecting data, storing information, and processing and analyzing data. Chapter 23, Translational Research: Generating Evidence for Practice In this chapter, the authors differentiate evidence-based practice and translation research. They also describe models used to introduce research findings intro practice. Hynes, D. M., Weddle, T., Smith, N., Whittier, E., Atkins, D., & Francis, J. (2010). Use of health information technology to advance evidence-based care: Lessons from the VA QUERI program. Journal of General Internal Medicine, 25(Suppl. 1), S44S49. Retrieved from the Walden Library databases. This article presents a study that evaluated the role of health information technology (HIT) in the Department of Veteran Affairs Quality Enhancement Research Initiative. The authors convey their findings on how HIT provided data and information to aid implementation research, and how implementation research helped further HIT development. Additionally, the text details methods of overcoming common HIT barriers to implementation research. Jamal, A., McKenzie, K., & Clark, M. (2009). The impact of health information technology on the quality of medical and health care: A systematic review. Health Information Management Journal, 38(3), 2637. Retrieved from the Walden Library databases. This text details a study that reviews the published evidence concerning the impact of health information technology (HIT) on the quality of health care. The study investigated the use of HIT in medical care and allied health and preventive services. The authors primarily focus on the impact of electronic health records, computerized provider order-entry, and decision support systems. Umscheid, C. A., Williams, K., & Brennan, P. (2010). Hospital-based comparative effectiveness centers: Translating research into practice to improve the quality, safety and value of patient care. JGIM: Journal of General Internal Medicine, 25(12), 1,3521,355. Retrieved from the Walden Library databases. This article revolves around the usage of the hospital-based comparative effectiveness (CE) center model. The authors highlight the models benefits and the increasing usage of CE evidence. The article also reviews solutions to overcoming many of the challenges to operating hospital-based CE centers. Optional Resources Chlan, L., Tracy, M. F., & Grossbach, I. (2011). Pulmonary care. Achieving quality patient-ventilator management: Advancing evidence-based nursing care. Critical Care Nurse, 31(6), 4650. Retrieved from the Walden Library databases. Discussion: Using Health Information Technology as a Source of Evidence-Based Practice Before the digital revolution, health information technology supplied very limited support for evidence-based practice. If nurses wanted to be informed about cutting-edge research, their best bet was to either subscribe to leading journals or make periodic trips to the library. With the establishment of research databases, however, nurses became empowered to learn about and facilitate interdisciplinary and translational research. Databases are just one example of how health information technology supports evidence-based practice. To prepare: Read the following scenario from the text (McGonigle & Mastrian, 2018, p. 506): Twelve-hour shifts are problematic for patient and nurse safety, and yet hospitals continue to keep the 12-hour shift schedule. In 2004, the Institute of Medicine (Board on Health Care Services & Institute of Medicine, 2004) published a report that referred to studies as early as 1988 that discussed the negative effects of rotating shifts on intervention accuracy. Workers with 12-hour shifts realized more fatigue than workers on 8-hour shifts. In another study done in Turkey by Ilhan, Durukan, Aras, Turkcuoglu, and Aygun (2006), factors relating to increased risk for injury were age of 24 or less, less than 4 years of nursing experience, working in the surgical intensive care units, and working for more than 8 hours. Consider how the resources identified in the scenario above could influence an organizations practice. Select an issue in your practice that is of concern to you. Using health information technology, locate at least three evidence-based practice resources that address your concern and that could possibly inform further action. By Day 3 Post a description of your practice concern. Outline how you used health information technology to locate evidence-based practices that address this concern. Cite and include insights from the resources. Analyze how health information technology supports evidence-based practice.
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Discussion – Week 8 COLLAPSE Planning for Data Collection Data collection is an important part of both quantitative and qualitative research. Although the actual approach to gathering information may vary, for either research design, researchers need to plan in advance how the data will be gathered, reported, and stored, and they need to ensure that their methods are both reliable and valid. As nurses review research when considering a new evidence-based practice, it is important to be familiar with sound collection practices in order to ascertain the credibility of the data presented. Consider the following scenario: Nurses and other health care professionals are often interested in assessing patient satisfaction with health care services. Imagine that you are a nurse working in a suburban primary care setting that serves 10,000 patients annually. Your organization is very interested in understanding the patients point of view to help determine areas of care that can be improved. With this focus in mind, consider how you would create a survey to assess patient satisfaction with the services your organization provides. You may wish to consider variables such as the ease of accessing care, patient wait time, friendliness of the staff, or the likelihood that a patient would recommend your organization to others. For this Discussion, you generate questions and an overall plan for data collection that would be appropriate for a patient satisfaction survey in relation to the above scenario. To prepare: Consider the guidelines for generating questions presented in this weeks Learning Resources. Review the scenario and formulate at least five questions that you could use to evaluate patient satisfaction. Reflect on the different methods or instruments that can be used for gathering data described in Chapter 13 and Chapter 22 of the course text. Which methods or instruments would work well for the scenario? Determine an appropriate sample size for the scenario. By Day 3 Post the questions that you created for gathering information about patient satisfaction based on the above scenario. Explain which method or instrument you would use to gather data. Provide a rationale for your choices, and explain how you can ensure high standard of reliability and validity. Week 8: Data Collection The clinic in which you work has used the same brand of hand soap and sanitizer for the past 10 years. Just recently, a salesperson called the office manager at the clinic and offered a compelling price on a new brand of soaps. The new soap meets industry standards; however, the office manager is concerned that the reduced cost will also mean an inferior product. As nurses must frequently wash their hands throughout the day, having high-quality soap is very important. The office manager has asked you to determine if the new brand of soap is of a lesser quality than the soap currently used. As you do not want to make this determination alone, you decide to get the other nurses involved in the evaluation process. How would you proceed? Would you have everyone try the new product or just selected individuals? How long will they use it? How will they provide feedback? Will you have a survey or face-to-face interviews? These are all types of questions that a researcher faces when he or she begins to plan for data collection. This week, you consider the process of data collection for both quantitative and qualitative research. You will examine the various approaches to data collection, how you can test the reliability and validity of your data, and the ethical considerations involved with collecting data. Learning Objectives Students will: Evaluate data collection methods Photo Credit: [IAN HOOTON]/[Science Photo Library]/Getty Images Learning Resources Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 12, Sampling in Quantitative Research This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan. Chapter 13, Data Collection in Quantitative Research Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures. Chapter 22, Sampling in Qualitative Research The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted. Chapter 23, Data Collection in Qualitative Research This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 3744. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from https://writingcenter.waldenu.edu/57.htm This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Media Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author. Note: The approximate length of this media piece is 4 minutes. Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses knowledge in a rehabilitation unit. Accessible player Optional Resources Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186195. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270. Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49. Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company. Chapter 9, Evaluation of Research Instruments and Experimental Conditions Discussion: Planning for Data Collection Data collection is an important part of both quantitative and qualitative research. Although the actual approach to gathering information may vary, for either research design, researchers need to plan in advance how the data will be gathered, reported, and stored, and they need to ensure that their methods are both reliable and valid. As nurses review research when considering a new evidence-based practice, it is important to be familiar with sound collection practices in order to ascertain the credibility of the data presented. Consider the following scenario: Nurses and other health care professionals are often interested in assessing patient satisfaction with health care services. Imagine that you are a nurse working in a suburban primary care setting that serves 10,000 patients annually. Your organization is very interested in understanding the patients point of view to help determine areas of care that can be improved. With this focus in mind, consider how you would create a survey to assess patient satisfaction with the services your organization provides. You may wish to consider variables such as the ease of accessing care, patient wait time, friendliness of the staff, or the likelihood that a patient would recommend your organization to others. For this Discussion, you generate questions and an overall plan for data collection that would be appropriate for a patient satisfaction survey in relation to the above scenario. To prepare: Consider the guidelines for generating questions presented in this weeks Learning Resources. Review the scenario and formulate at least five questions that you could use to evaluate patient satisfaction. Reflect on the different methods or instruments that can be used for gathering data described in Chapter 13 and Chapter 23 of the course text. Which methods or instruments would work well for the scenario? Determine an appropriate sample size for the scenario. By Day 3 Post the questions that you created for gathering information about patient satisfaction based on the above scenario. Explain which method or instrument you would use to gather data. Describe the sample size appropriate for the population and how you would select participants. Provide a rationale for your choices, and explain how you can ensure high standard of reliability and validity.